Abstract
Abstract: The aim of this paper is to present the results of research carried out in a Mathematics and Science training program for indigenous teachers of the Kaingang ethnic group by the Unochapecó in the municipality of Chapecó, Santa Catarina, Brazil. Based on the paradigm of ethno mathematics, one of the objectives of the program is to look for relations between traditional indigenous thinking and classical mathematics. We propose an analogy between logical-mathematical binary calculation systems and the Kaingang thought system expressed in its social organization and supported by two opposite and complementary dual categories: Kamé-Kairu. Our hypothesis postulates a certain similarity between the binary logic used for example, in logical circuits, and the binary system with which the traditional Kaingang culture encodes its social, natural, and even supernatural world. The binary pair Kaingang, Kamé-Kairu serves to codify relations of kinship, exchange, and alliances of the tribe, as well as the natural world that surrounds them. The analogy formulated provides interesting information for mathematical and scientific education in intercultural contexts.
Highlights
The aim of this article is to propose an analogy between logical-mathematical binary calculation systems and the Kaingang1 thought system as expressed in its social organization, which is supported by two opposite and complementary dual categories: Kamé-Kairu2
We analyzed the analogy between the dialectical thought of Kaingang culture, and algebraic and binary logics
We can conclude that the proposed analogy has been confirmed with a high degree of plausibility
Summary
The aim of this article is to propose an analogy between logical-mathematical binary calculation systems and the Kaingang thought system as expressed in its social organization, which is supported by two opposite and complementary dual categories: Kamé-Kairu. From our point of view, it is essential for an intercultural education to establish relations between traditional wisdom and school mathematics Working in these areas, we perceive certain similarity between the binary logic used to communicate with computers and the binary logic with which traditional culture Kaingang encodes its entire social, natural, and even supernatural world. Our hypothesis allowed us to achieve one of the requirements of indigenous intercultural education in the state of Santa Catarina: to incorporate traditional knowledge and Western mathematics in the area of mathematics teaching. The implications of this similarity will be discussed in the conclusion
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